Incorporating theory into practice is not a simple but rather a dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers (PT) at teaching practicum. It has been observed that interaction in the form of academic feedback between cooperative teachers (CT) and PTs is poor. The study explores the perception of CTs, PTs and UTs (University teachers) about feedback practices to bridge the theory-practice gap during teaching practicum in the preservice teacher education program (PTEP). It is an exploratory investigation applying the survey method and semi-structured interview to collect data from PTs, CTs, and UTs to answer the investigation inquiries about the role of feedback practices in bridging the theory- practice gap. Purposive and criterion sampling techniques were used, and 98 PTs, 30 CT,s and 15 UTs participated in the study. Findings reveal that CTs are working as mentors without professional training, recognition of their contributions, and professional incentives and contradictory findings by the PTs and CTs about the in-time, targeted, supportive oral-written feedback at teaching practicum.

The local communities and School Councils (SC) play a significant role in supporting the schools for successful and effective learning at the elementary level. This study examines the extent of community-school partnership in improving the functioning of elementary schools, and community development through the agency of SC. The main research question of the study was, how school and community mutually guide, interact and support each other for solving the burning issues faced to primary schools in their effective functioning.  The case study method with survey technique was applied to conduct this study. Thirteen elementary schools located in Union Council (UC) Chountra, a Sub-Tehsil of district Rawalpindi were taken as an integrated case. The quantitative and qualitative data was gathered through a checklist with five point Likert scale, and a semi-structured interview which were corroborated for analysis to draw findings and conclusions. Analysis revealed that schools are not fully successful in increasing the retention rate for the universalization of elementary education due to poor teachers’ commitment, unattractive school buildings, corporal punishment, and parents’ deteriorating trust in public schools. Participation of community through the agency of SC in academic, administrative, logistic matters of schools is almost non-functional.

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

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